This systematic review analyzed the role of microlearning in basic education, identifying the most widely used Digital Information and Communication Technologies, relevant learning theories, and the role of social technologies from a Science, Technology, Society, and Environment (STSE) perspective. Following PRISMA 2020, searches were conducted in Web of Science, Scopus, ERIC, and IEEE Xplore databases. Studies on microlearning were selected based on previously defined eligibility criteria. The review process in Rayyan involved deduplication, screening, and full-text analysis. Data were qualitatively analyzed using content analysis, and methodological quality was assessed with CASP and the Downs and Black. The findings highlight that microlearning, integrated with digital tools such as online platforms, mobile apps, and short videos, significantly enhances student motivation, performance, and interaction; content in short modules facilitates knowledge retention and connects concepts to real-life situations. Promising trends include mobile technologies and gamification, which foster active, meaningful learning. Grounded in theories like Self-Determination, Constructionism, and Constructivism, microlearning personalizes teaching and promotes engagement, critical thinking, and accessibility, contributing to inclusive and sustainable education. From a STSE perspective, social technologies enhance autonomy, social interaction, and ethical–environmental awareness. In Brazil, further research on digital platforms and gamified strategies is needed to drive innovative educational practices.

Undergraduate Research (UR) is an institutional program that introduces undergraduate students to scientific research. The program selects research projects proposed by advisors and students for execution. Despite the importance of knowing the stages of research activities in undergraduate research, only a few studies have evaluated data on this subject. Therefore, this study aims to outline an overview of UR in a Brazilian educational institution, considering the profiles of students and advisors, students’ scientific productions, and perceptions about the experience of both. The study was a mixed-approach case study conducted through a questionnaire and interviews. The sample consisted of 213 undergraduate students and 167 UR supervisors. The results show that the largest group of students were aged 21 and 22 (46.6%) and supervisors 33 to 38 years (38.9%). Regarding the scientific productions of students, those who participated twice or more in undergraduate research had higher indicators compared to those who were participating for the first time. Students’ perceptions of their evolution and perceptions of the advisors were mostly positive, with a greater number of responses classified as very good to good. Thus, the satisfaction of researchers in being part of this experience was perceived and the need to improve the scientific production indicators of students, mediated by the advisors stimulating the writing of articles, abstracts, and books, as well as participation in events and patent development, was shown. We conclude that undergraduate research activities promote the integral development of students’ academic, scientific, personal, and professional terms, which ultimately reflect critical and emancipatory actions in society.

Scientific Initiation (SI) is an educational activity that allows students to begin their scientific training and research under the guidance of an experienced researcher. While several studies have examined students’ perceptions of SI, research on the perspective of researchers working in this field is currently lacking. Thus, this study’s aim is to describe the protocol design for conducting a systematic review. At the same time, the review aims also to identify factors influencing the work of researchers in SI and explore the motivations leading researchers to engage in research projects within institutions and their respective impacts. Literature search will be done using the bibliographic databases, including Academic Search Premier, APA PsycNet, CINAHL Plus, ERIC, SocINDEX, Scopus, and Web of Science. The search strategy was guided by the PICo framework (Population, phenomenon of Interest, and Context). The preparation and development of this protocol following guidelines were employed: Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Protocols 2015 (PRISMA-P 2015), Peer Review of Electronic Search Strategies 2015 (PRESS 2015), and PRISMA-Search (PRISMA-S). Original, peer-reviewed articles that examine the factors related to the work of researchers in SI will be included without any language or publication date restrictions. Qualitative, quantitative, and mixed-methods studies will be screened by two independent researchers. The included studies will be analyzed to identify factors, policies, and their impacts obtained analytically. Findings will be objectively categorized and synthetically represented through figures, diagrams, and graphic models. The risk of bias will be assessed using the Critical Appraisal Skills Program (CASP) and the Downs and Black checklists. A third senior reviewer will resolve any discrepancies. We aim to understand the factors that drive researchers to engage in SI research through the dissemination of the findings of this systematic review. This may aid the development of institutional strategies and actions that can support the enhancement of SI programs and encourage greater researcher participation.

Scientific research is vital for advancing knowledge across various fields and addressing societal issues such as diseases, climate change, and hunger (Bird, 2007), recognised by the United Nations...

Objectives: Energy drink (ED) consumption is frequently observed among higher education students and is often associated with increased concentration and academic performance. However, the purported benefits are not fully supported by scientific evidence. This protocol details methods for a systematic review and meta-analysis to evaluate the effects of ED on university students’ mental health and academic performance. Methods: The PECO framework will guide the search strategy, and the protocol will follow the PRISMA-P 2015, PRESS 2015, and PRISMA-S guidelines. The searches will be conducted in the following databases: Web of Science, Scopus, Ovid, PubMed, Embase, FSTA, CINAHL, and SPORTDiscus. The GRADE recommendations and the Downs and Black scale will assess study quality and bias. All statistical analyses will be conducted using Comprehensive Meta-analysis software. We will use Cochran’s Q with p < 0.05 to indicate significant heterogeneity and I² to quantify heterogeneity between studies. The Trim and Fill technique and Egger’s regression test will be applied to evaluate the funnel plot that will be generated. Results: Carrying out the systematic review proposed by this protocol will provide evidence on the short-, medium-, and long-term effects of ED use on academic performance and mental health among higher education students. Conclusion: A deeper understanding of ED consumption among higher education students can inform the development of evidence-based educational and public health policies to promote student well-being and mitigate associated health risks. Register on PROSPERO: CRD42024580044

This review aimed to assess the effectiveness of interventions used to minimize barriers to participation in physical activity (PA) among adolescents. This systematic literature review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 guidelines. Searches were conducted across five databases: PubMed, SPORTDiscus, Embase, Scopus, and Web of Science. Thirty-four studies evaluated interventions to overcome barriers to participation in PA, with a focus on lack of motivation, encouragement, and support, as well as intrapersonal, interpersonal, and environmental barriers. Most interventions were conducted in developed countries, with an emphasis on girls, reflecting efforts to address health inequities. The interventions, conducted in schools, included workshops, training programs, lectures, goal setting, and practical activities, lasting from four weeks to four years. Twenty-seven studies (79.4%) reported positive impacts on PA participation, particularly in interventions addressing psychosocial, psychological, and behavioral barriers. The most effective interventions combined theory (through educational approaches) and practice (practical PA activities). These findings contribute to understanding barriers leading to physical inactivity and provide insights for developing or replicating initiatives to improve PA levels among adolescents.